Self-Organizing Potential as Inner Resource of Teachers’ Emotional Burnout Resistance
Self-Organizing Potential as Inner Resource of Teachers’ Emotional Burnout Resistance

Summary/Abstract: The relevance of the research is determined by social and educationalrequirements, university teachers’ needs and motives to reduce emotional burnout levels in educationenvironment of technical university. In this regard, the article is aimed at identifying teachers’personal potential as the main inner resource of emotional burnout resistance. Synergetic character ofprofessional self-organizing potential is disclosed in the article. Leading approaches to investigate thecontent and activity of teachers’ self-organizing potential are integrated; personal-oriented, cultural -oriented approaches and pedagogic synergy allow considering comprehensively the ways of improvingteachers’ emotional states and elaborating a model of pedagogic support in education environment.The article presents theoretical justification and experimental data proving effectiveness of theauthors’ model of pedagogic support intended to stimulate levels of self-organizing indicators. Articleis of practical use for teachers elaborating pedagogic methodology of pedagogic support and those whowant to improve their self-organizing potential.

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